UNIVERSITY OF TEXAS AT ARLINGTON
MANA 5338-001Careers and Managing in a Changing Environment
Spring 2013
Instructor:
George S. Benson, Ph. D.
Phone: 817-272-3856
benson@uta.edu
http://management.uta.edu/Benson/default.htm
Course materials available on Blackboard https://elearn.uta.edu/webapps/login/
Office:
COBA 213
Thursday 3:00 – 5:00 pm and by appointment
Location:
Thursday 7:00 – 9:40 pm
COBA 241
COURSE DESCRIPTION
This course focuses on practical and theoretical perspectives on careers and managing in a changing work
environment. Includes multiple self-assessments, career plan development, informational interviews,
readings and exercises designed to lead to a better understanding of managing self and others. We will
discuss the trends shaping the future of work and careers, assess your readiness to thrive in the career of
your choice, and prepare you to lead change in organizations.
COURSE OBJECTIVES
You should expect to be provided with a broad and comprehensive exposure to current thinking and
research related to careers and managing change. The objectives of this course are to:

Increase your level of self-awareness by gaining a broader understanding of your decision-style
preferences, interpersonal attributes, skill strengths, interests, and management styles

Review the research on individual careers and understand models of career choice, career goals,
and career paths that can help you develop your career.

Master career skills in managing career transitions, developing trust, networking and persuasion.

Develop an appreciation for positive psychology and how it can help you pursue a career in
which you can thrive and develop.

Understand perspectives on organizational change and develop skills for managing change in
organizations.
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REQUIRED TEXT
1. Self-assessment package available at the UTA Bookstore. The self-assessment instruments we will
use are as follows: 1) Myers-Briggs Type Indicator Test (MBTI), 2) Strong Campbell Interest and
Skill Survey 3) Thomas-Kilmann Conflict Resolution Inventory (TKI).
2. Rath, T. (2009). Strengths Finder 2.0, New York: The Free Press. Please note you must buy a new
copy of the book.
3. Bradberry, T. & Greaves, J. (2009). Emotional Intelligence 2.0, San Diego, CA: Talent Smart. Please
note you must buy a new copy of the book.
4. A set of readings are available for purchase through Harvard Business School Publishing. These
readings are noted on the syllabus as (HBS). To obtain the HBS readings and cases, you will need to
purchase the cases from Harvard’s website.
Course Link:
https://cb.hbsp.harvard.edu/cbmp/access/17470465
General Link:
http://www.hbsp.harvard.edu
GRADING
A grade of A (90%), B (80%), C (70%), D (60%), or F (<60%) will be earned based on:
Midterm Exam
Assessments and Reflective Papers
Self-Assessment Paper
Individual Change Analysis Paper
Attendance and Participation
Total
25%
40%
15%
10%
10%
100%
It is critical that you regularly attend class and participate in a positive and constructive manner. The
class is conducted in a seminar format with numerous in class exercises. Students may be assigned
various topics and will be responsible for leading the discussion during particular classes. The instructor's
evaluation of your class room participation will account for 10% of your final grade. On-time attendance
is important in this class, and missing classes will impact your final grade.
MIDTERM EXAM
Exam will take place during normal class times. Bring a #2 pencil and a bluebook depending on test
format. Tests will consist of multiple choice, true/false, and short answer and essay questions about the
material covered in the course including all assigned readings, videos, and in class exercises.
ASSESSMENTS AND REFLECTIVE PAPERS
There are seven assignments due during the semester and six will be graded. These will count for 30% of
your overall grade. These assignments should be typed and brought to class for discussion. Late
assignments will not be accepted.
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In addition to the assignments based on the self-assessments or class readings you will write a “Reflected
Best Self-Portrait” based in the process described in:
Roberts, L. M., Spreitzer, G., Dutton, J.E., Quinn, R., Heaphy, E., & Barker, B. (2005). How to play
to your strengths. Harvard Business Review, 83 (1), 74‐80.
The “Reflected Best Self Portrait” requires you to seek feedback from 5-15 people that know you and
examine the feedback for themes and commonalities. You need to identify 4-6 common themes in the
feedback and reflect on what these say about you when you are at your best. After you gather feedback
organize your findings using the three column format on p. 78 (Themes, Examples, and Possible
Interpretation). You need a minimum of 3 examples for each theme identified so feedback from as many
people as possible helps. You will need approximately 2-3 pages of three column summary. Use this
summary to write a self-portrait of your best strengths. Every theme you identify should be included in a
self-portrait of 2-3 pages double-spaced. The Reflected Best Self-Portrait counts for 10% of your grade.
SELF-ASSESSMENT PAPER
A self-assessment paper will be due at the end of the semester and will integrate the material from the
class and apply it to your own career. In addition to the “Reflected Best Self” this paper should apply the
findings of the various self-assessments conducted throughout the semester to your career aspirations and
strategies for meeting your goals. Consider different theories about values, preferred job characteristics,
career anchors, and relational styles. Finally, reflect upon the different models that describe how
individuals construct their careers. What have you learned this semester that will help you towards a
career that maximizes your potential and your happiness? This paper will be 10-15 pages double-spaced
long and include your Reflected Best-Self Portrait and findings from the self-assessments completed over
the course of the semester.
ATTENDANCE AND PARTICIPATION
Attendance in class is expected. Because this is an interactive class, outside work is important. All
required readings should be completed and prepared for discussion before class. Class participation and
completion of assignments is essential in order to gain maximum benefit from the course and will count
as 10% of your final grade. Your participation is evaluated on your attendance, preparation for class, and
the quality of contributions you make to discussions and exercises in the classroom.
DROP POLICY
Students may drop or swap (adding and dropping a class concurrently) classes through self-service in
MyMav from the beginning of the registration period through the late registration period. After the late
registration period, students must see their academic advisor to drop a class or withdraw. Undeclared
students must see an advisor in the University Advising Center. Drops can continue through a point twothirds of the way through the term or session. It is the student's responsibility to officially withdraw if
they do not plan to attend after registering. Students will not be automatically dropped for nonattendance. Repayment of certain types of financial aid administered through the University may be
required as the result of dropping classes or withdrawing. For more information, contact the Office of
Financial Aid and Scholarships (http://wweb.uta.edu/ses/fao).
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STUDENT SUPPORT SERVICES
UT Arlington provides a variety of resources and programs designed to help students develop academic
skills, deal with personal situations, and better understand concepts and information related to their
courses. Resources include tutoring, major-based learning centers, developmental education, advising and
mentoring, personal counseling, and federally funded programs. For individualized referrals, students
may visit the reception desk at University College (Ransom Hall), call the Maverick Resource Hotline at
817-272-6107, send a message to resources@uta.edu, or view the information at www.uta.edu/resources
STUDENTS WITH DISABILITIES
If you are a student who requires accommodations in compliance with the Americans with Disabilities
Act (ADA), please consult with me at the beginning of the semester. As a faculty member, I am required
by law to provide “reasonable accommodation” to students with disabilities, so as not to discriminate on
the basis of that disability. Your responsibility is to inform me of the disability at the beginning of the
semester and provide me with documentation authorizing the specific accommodation. Student services
at UTA include the Office for Students with Disabilities (located in the lower level of the University
Center or 272-3364) which is responsible for verifying and implementing accommodations to ensure
equal opportunity in all programs and activities. The University of Texas at Arlington is on record as
being committed to both the spirit and letter of all federal equal opportunity legislation, including the
Americans with Disabilities Act (ADA). All instructors at UT Arlington are required by law to provide
"reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that
disability. Any student requiring an accommodation for this course must provide the instructor with
official documentation in the form of a letter certified by the staff in the Office for Students with
Disabilities, University Hall 102. Only those students who have officially documented a need for an
accommodation will have their request honored. Information regarding diagnostic criteria and policies for
obtaining disability-based academic accommodations can be found at www.uta.edu/disability or by
calling the Office for Students with Disabilities at (817) 272-3364.
ACADEMIC HONESTY
Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form
at The University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined
in accordance with University regulations and procedures. Discipline may include suspension or
expulsion from the University. “Academic dishonesty includes, but is not limited to, cheating, plagiarism,
collusion, the submission for credit of any work or materials that are attributable in whole or in part to
another person, taking an examination for another person, any act designed to give unfair advantage to a
student or the attempt to commit such acts.” (Regents’ Rules and Regulations, Part One, Chapter VI,
Section 3, Subsection 3.2., Subdivision 3.22).
EVACTUATION PROCEDURES
In the event of an evacuation of the College of Business building, when the fire alarm sounds, everyone
must leave the building by the stairs. With the fire alarm system we now have, the elevators will all go to
the first floor and stay there until the system is turned off. All those in the North tower side of the
building should proceed to the fire escape stairs located on the East and West sides of that wing.
Disabled persons please go to the Northeast fire stairs. We have an evacu track chair located on the 6th
floor stairwell. We have people trained in the use of this chair and there will be someone that will go to
the 6th floor to get the chair and bring it to any lower floor stairwell to assist disabled persons. Should
this be a real emergency, the Arlington Fire Department and UTA Police will also be here to help.
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ABOUT THE INSTRUCTOR
George S. Benson is an Associate Professor at the University of Texas at Arlington. Dr. Benson earned
his Ph.D. from the University of Southern California and completed a Post-Doctoral Fellowship at the
Center for Effective Organizations in the Marshall School of Business. Dr. Benson’s research focuses on
HR measurement, employee involvement, and strategic management of human capital. He co-authored
with Ed Lawler and Sue Mohrman Organizing for High Performance (Jossey-Bass, 2001). Dr. Benson’s
writing has appeared in Journal of Applied Psychology, Academy of Management Journal, Human
Resource Management, Organizational Dynamics, Sloan Management Review, and Training &
Development among others. Dr. Benson’s work with companies has included HR metrics, job design,
compensation, employee engagement and retention programs, employee attitude surveys, and training
design and evaluation. He has worked with a wide range of organizations including Alcon Laboratories,
ADESA Corporation, Aetna, FedEx, Frito-Lay, HKS Architects, KFC-Yum Brands, Pratt & Whitney, and
PriceWaterhouse Coopers. Dr. Benson previously worked as a researcher at the American Society for
Training and Development in Alexandria, Virginia. He also holds degrees from Washington and Lee
University and Georgetown University.
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COURSE ASSIGNMENTS
Week 1
January 17
Introduction to the course
Week 2
January 24
The Changing Environment
Assigned Reading: Blackboard
Ofek, Elie, and Wathieu. 2010. Are You Ignoring Trends That Could
Shake Up Your Business? Harvard Business Review, July – August
2010.
Meister and Willyerd. 2010. Ten Trends Shaping the Future Workplace
Now in The 2020 Workplace, New York, NY: HarperCollins.
Davenport and Patil. 2012. Data Scientist: The Sexiest Job of the 21st
Century, Harvard Business Review, October 2012, p. 72-76.
Due
1.
2.
3.
What are the major trends impacting your current or desired
industry and profession? How will you current job be different
10-20 years from now?
How is your industry or profession different from it was 10-20
years ago.
Make a prediction, any prediction, not in the readings for how
work will be different in the future.
Supplemental Reading: Blackboard
Keonig.. 2011. Assessing 21st Century Skills, National Research
Council, Washington DC.
Bollier. 2011. The Future of Work, What it Means for Individuals,
Markets and Governments. The Aspen Institute, Washington DC.
Week 3
January 31
Career Models
Assigned Reading: Blackboard
Kamenetz, 2012. Career of the Future. Fast Company, Jan. 9, 2012.
Peters, 1997. The Brand Called You. Fast Company, Aug. 31, 1997.
Arthur, M., Rousseau, D., 1996. Career Lexicon for the 21st Century,
The Academy of Management Executive v10n4 p. 28.
Greenhaus, J., Callanan, G., and Godshalk, V., 2010. Career Contexts
and Stages. In Career Management, Thousand Oaks, CA: Sage.
Career Models Cont’d next page
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Career Models Cont’d
Due
Complete the Strong Interest Inventory (to be mailed in for scoring).
Supplemental Reading: Blackboard
Arthur, M., Claman, P., and DeFillippi, R., 1995. Intelligent enterprise,
intelligent careers, Academy of Management Executive, 9(4), p. 7-19.
Ibarra, H. 2002. How to Stay Stuck In the Wrong Career Harvard
Business Review December, p. 40-47.
Week 4
February 7
Career Success
No Assigned Readings
Due
1.
2.
Complete “Career Anchors” Self-Assessment
Reflect on your “Career Anchors” score. Do they fit with your
perceptions of yourself? Why or why not? What do they
suggest about the type of job or career that you would be best
suited for?
Supplemental Reading: Blackboard
Hallock, K., 2012. The Facts: Who Makes What and What are Their
Characteristics?, in Pay: Why People Earn What They Earn,
Cambridge: Cambridge University Press.
Week 5
February 14
Play to Your Strengths
Assigned Reading
Rath, T. (2009). Strengths Finder 2.0, New York: The Free Press. .
Due
1.
2.
Complete the Stengths Finder assessment online, print the
scores and bring them to class.
Reflect on your Strong Interest Inventory and Strengths Finder
scores. Do they fit with your perceptions of yourself? Why or
why not? What do they suggest about the type of job or career
that you would be best suited for?
Supplemental Reading: Blackboard
Hall, D. 2002. Career Choice and Decision-Making, in Careers In and
Out of Organizations. Thousand Oaks, CA: Sage.
Boyatzis, R. 2008. Competencies in the 21st Century. Journal of
Management Development pp 5-12.
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Week 6
February 21
Relational Styles
Assigned Reading: Blackboard
NOTE: Please complete the assessments before reading these articles.
Goleman, D. (1998). What Makes a Leader? Harvard Business Review,
(November‐December): 93‐102.
Kennedy, R., and Kennedy, A. 2004, Using the Meyers-Briggs Type
Indicator in Career Counseling. Journal of Employment Counseling,
41, pp. 38-43.
Due
1.
2.
3.
Complete the MTBI and self-score
Complete the EQ 2.0 online, print out and bring the scores to
class.
Reflect on your MTBI and EQ scores. Do they fit with your
perceptions of yourself? Why or why not? What do they
suggest about the type of job or career that you would be best
suited for?
Supplemental Reading: Blackboard
Zeidner, M. et al. 2004. Emotional Intelligence in the Workplace: A
Critical Review. Applied Psychology: An International Review, 53(3),
371-399.
Week 7
February 28
Mid-Term Exam
Week 8
March 7
Thriving at Work
Assigned Reading: Blackboard
Csikszentmiahalyi, M. 1999. If we are so rich, Why aren’t we happy?
American Psychologist, 54(10), 821-827.
Spreitzer, G., and Portath, C. (2012). Creating Sustainable Performance.
Harvard Business Review, January-February, 93-99
Barbara. L. Fredrickson, “The Value of Positive Emotions.” American
Scientist, July-August 2003.
Rob Cross, Wayne Baker, and Andrew Parker, “What creates energy in
organizations?” Sloan Management Review, Summer 2003, pages 5156.
Thriving at Work Cont’d next page
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Thriving at Work Cont’d
Supplemental Reading: Blackboard
Heaphy, E. and J. Dutton, 2008. “Positive Social Interactions and the
Human Body at Work: Linking Organizations and Physiology”.
Academy of Management Review, Vol. 33, No. 1, 137-162.
Henig, R. 2008. Taking play seriously. New York Times Magazine, Feb
17, 2008.
Week 9
March 14
Spring Break
Week 10
March 21
Career Skills
Assigned Reading: Blackboard
Cialdini,R. 2001. Harnessing the Power of Persuasion, Harvard
Business Review, 79(9), p.72-79.
Ibarra, H. and Hunter, M. 2007. “How Leaders Create and Use
Networks,” Harvard Business Review, January, 40-47.
Assigned Reading: Harvard Publishing
Watkins. M. 2009. The Leading-Former-Peers Challenge: A Guide to
Navigating this Important Career Transition. In Your Next Move: The
Leader’s Guide to Navigating Major Career Transitions. Boston, MA:
Harvard Business School Press.
Hill, L. and Lineback, K. 2010. Can People Trust You? Influence
Begins with Trust. In Being the Boss: The 3 Imperatives for Becoming a
Great Leader. Boston, MA: Harvard Business Review Press.
Due
Week 11
March 28
Think of two people, one you trust, and one you don’t trust.
1.
List the reasons that have led you to trust or distrust each
person (no names please).
2.
How do you let someone else know that you trust/distrust
them? (i.e. what behaviors show trust or distrust)?
3.
What, if anything, could the person you distrust do to earn your
trust?
Business Week – Guest Speaker
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Week 12
April 4
Developmental Networks
Assigned Reading: Blackboard
Hewlett, S., Marshall, M., and Sherbin, L. 2011. The Relationship to
Get Right. Harvard Business Review, p. 131-134.
Meister, J., and Willyerd, K. 2010. Mentoring Millennials, Harvard
Business Review, May, p. 68-72.
Assigned Reading: Harvard Publishing
Developing Professionals: The BCG Way (A)
Due
1. What should Josh, Eric, Michael, and Madeleine have done
differently in their first 18 months at BCG? What should their
mentors have done differently?
2. Evaluate BCG’s career development and mentorship processes.
What are their strengths and weaknesses?
3. What can you do to make mentorship more effective with either (1)
your mentors or (2) your mentees?
Week 13
April 11
Work-Life and Career Resilience
Assigned Reading: Blackboard
Williams, J. Blair-Loy, M., and Berdahl, J. 2013. The Flexibility
Stigma. Rotman Magazine, Winter 2013, pp. 34-39.
Morris, B. 1997. Is Your Family Wrecking Your Career? (And vice
versa). Fortune, May 17, 1997.
Gray, K. 2005. “Quarterlife Crisis Hits Many in Late 20s”
ABCnews.go.com.
Due
Your reflected best self-portrait.
Supplemental Reading: Blackboard
Boyatzis, R., McKee, A., and Goleman D. 2002. Reawakening Your
Passion for Work, Harvard Business Review. April 2002, pp.
Linkow, P., and Civian, J. 2011. Men and Work-Life Integration: A
Global Study, World at Work.
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Week 14
April 18
Gender and Generation
Assigned Readings: Blackboard
Howe, N. and Williams, S., 2007. The Next 20 Years. Harvard
Business Review, July-August, 2007, p. 41-52.
Hewlett, S., Sherbin, L., and Sumberg, K. 2009. How Gen Y and
Boomers will Reshape Your Agenda. Harvard Business Review, JulyAugust, 2009, p. 71-76.
Fels, A. 2004. Do Women Lack Ambition? Harvard Business Review,
April 2004, p. 50-60.
Assigned Reading: Harvard Publishing
Pfeffer, J., 2012, Women’s Careers and Power: What You Need to
Know. Palo Alto, CA: Stanford Business School Publishing
Supplemental Reading: Blackboard
Tannen, D. 1995. The Power of Talk. Harvard Business Review,
September –October 1995, p. 139-148.
The Reflexive Generation: Young Professionals Perspectives on Work,
Career, and Gender. 2009. London Business School.
Week 15
April 25
Leading Organizational Change
Assigned Readings: Blackboard
Kotter, J. 1995. Leading Change: Why transformation efforts fail.
Harvard Business Review.(reprint January 2007 pp. 96-103).
D.E. Meyerson, 2001. “Radical Change the Quiet Way,” Harvard
Business Review. October.
Levesque, L., and Roberto, M. 2005. The art of making change
initiatives stick. MIT Sloan Management Review 46.4.
Due:
1.
2.
Complete the Thomas-Kilmann Conflict Resolution Inventory
(TKI) and self-score.
Reflect on your TKI assessment. Does it fit with your
perceptions of yourself? Why or why not?
Leading Organizational Change Cont’d Next Page
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Leading Organizational Change Cont’d
Supplemental Reading: Blackboard
Hamel, G. 2000. Waking up IBM: How a gang of unlikely rebels
transformed big blue. Harvard Business Review, July-August 2000, p.
137-146.
Week 16
May 2
Change Management Simulation: Power and Influence
Due
Self-assessment paper
Week 17
May 9
Due
Individual change analysis paper: Write a three to four double-spaced
page analysis of organizational change from the Change Management
Simulation. First, present a description of your experience with the
change simulation. How might your approach have been shaped by your
own Conflict Resolution Styles? Second, briefly assess the effectiveness
of your overall change approach. What worked and what did not work?
Why? What would you do differently if you were able to start over from
the beginning? Finally, discuss how your team dynamics either helped
or hindered your performance on the simulation. What are the
implications for how you work most effectively with teams in the
future?
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